Frank Merrett
Biographic Data
| ID | 2746263 |
|---|---|
| NAME | Frank Merrett |
| GIVEN NAMES | Frank |
| FAMILY NAME | Merrett |
| SIGNATURE | MERRETT F |
| AFFILIATIONS | University of Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 1 |
Promoting independence and fluent writing through behavioural self‐management
Background. To improve their ability in written expression children need to be given adequate practice. It is suggested that current methods do not always encourage pupils to write nor do they foster independence. Aims. This study attempts to develop further a strategy which promotes independence through self‐management and improves writing skills under the process approach. Sample. The sample comprised a class of 32 fourth‐grade girls in a prima…
Improving Children's Writing: The construction of a behavioural self‐management package
In this study, the effect of self‐management on the quantity and quality of primary school children's writing was examined. Self‐management was used as an intervention technique, because its rationale coincides with that of writing as an interactional process and both of them seek ways to promote independent learning. To serve the aims of the present research, several self‐management procedures were integrated into a package which was constructed…
The attitudes of British primary school pupils to praise, rewards, punishments and reprimands
A questionnaire about praise, rewards, punishment and reprimands was given to a sample of 1,779 junior school pupils aged from 8 to 11. Generally, the children thought that praise and reward were appropriate for good behaviour and good work and that, on the whole, the amount of praise and blame they received in school was about right. The great majority of pupils said that they valued the opinions of their teachers above those of their peers in r…
Encouragement Works Best; Positive Approaches to Classroom Management
Natural Rates of Teacher Approval and Disapproval in British Secondary School Classrooms
S ummary . A sample of 130 secondary school teachers was systematically observed teaching mixed classes varying in age from 11 to 16 years. The OPTIC schedule was employed to record teachers' rates of approving and disapproving responses and the amount of time pupils spent on‐task. Although rates of approval were generally higher than disapproval rates, most of the approval was directed at academic pupil behaviours whereas most of the disapproval…
Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome
A questionnaire survey of 251 British secondary school teachers was carried out based on a stratified random sample of secondary schools in a West Midlands education authority. The questionnaire aimed to determine the types and frequency of troublesome classroom behaviours. The results showed that 55% of teachers responding claimed that they spent too much time on problems of order and control. Two behaviours, ‘talking out of turn’ and ‘hindering…
Natural Rates of Teacher Approval and Disapproval in British Primary and Middle School Classrooms
S ummary . The classroom behaviour of 128 British primary and middle school teachers was observed using a schedule (OPTIC) designed to record the frequency of use of approving and disapproving responses. Whilst the teachers observed tended to use more approval than disapproval, a high proportion of this was in response to children's academic behaviour. In contrast, whilst children were rarely commended for appropriate conduct, they were frequentl…
The Behavioural Approach to Teaching Package (Batpack): An Experimental Evaluation
S ummary . An experimental study is described which was designed to evaluate the effectiveness of a new in‐service package for training teachers in the behavioural approach to teaching (BATPACK). Teachers from two primary schools were observed (each one on three separate occasions) both before and after one of the groups received BATPACK training. The teachers in the control group received two handouts and a seminar on the behavioural approach. I…
Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome
A questionnaire survey of 251 British secondary school teachers was carried out based on a stratified random sample of secondary schools in a West Midlands education authority. The questionnaire aimed to determine the types and frequency of troublesome classroom behaviours. The results showed that 55% of teachers responding claimed that they spent too much time on problems of order and control. Two behaviours, ‘talking out of turn’ and ‘hindering…
Natural Rates of Teacher Approval and Disapproval in British Primary and Middle School Classrooms
S ummary . The classroom behaviour of 128 British primary and middle school teachers was observed using a schedule (OPTIC) designed to record the frequency of use of approving and disapproving responses. Whilst the teachers observed tended to use more approval than disapproval, a high proportion of this was in response to children's academic behaviour. In contrast, whilst children were rarely commended for appropriate conduct, they were frequentl…
The Behavioural Approach to Teaching Package (Batpack): An Experimental Evaluation
S ummary . An experimental study is described which was designed to evaluate the effectiveness of a new in‐service package for training teachers in the behavioural approach to teaching (BATPACK). Teachers from two primary schools were observed (each one on three separate occasions) both before and after one of the groups received BATPACK training. The teachers in the control group received two handouts and a seminar on the behavioural approach. I…
Natural Rates of Teacher Approval and Disapproval in British Primary and Middle School Classrooms
S ummary . The classroom behaviour of 128 British primary and middle school teachers was observed using a schedule (OPTIC) designed to record the frequency of use of approving and disapproving responses. Whilst the teachers observed tended to use more approval than disapproval, a high proportion of this was in response to children's academic behaviour. In contrast, whilst children were rarely commended for appropriate conduct, they were frequentl…
Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome
A questionnaire survey of 251 British secondary school teachers was carried out based on a stratified random sample of secondary schools in a West Midlands education authority. The questionnaire aimed to determine the types and frequency of troublesome classroom behaviours. The results showed that 55% of teachers responding claimed that they spent too much time on problems of order and control. Two behaviours, ‘talking out of turn’ and ‘hindering…
Natural Rates of Teacher Approval and Disapproval in British Secondary School Classrooms
S ummary . A sample of 130 secondary school teachers was systematically observed teaching mixed classes varying in age from 11 to 16 years. The OPTIC schedule was employed to record teachers' rates of approving and disapproving responses and the amount of time pupils spent on‐task. Although rates of approval were generally higher than disapproval rates, most of the approval was directed at academic pupil behaviours whereas most of the disapproval…
The attitudes of British primary school pupils to praise, rewards, punishments and reprimands
A questionnaire about praise, rewards, punishment and reprimands was given to a sample of 1,779 junior school pupils aged from 8 to 11. Generally, the children thought that praise and reward were appropriate for good behaviour and good work and that, on the whole, the amount of praise and blame they received in school was about right. The great majority of pupils said that they valued the opinions of their teachers above those of their peers in r…
Encouragement Works Best; Positive Approaches to Classroom Management
Improving Children's Writing: The construction of a behavioural self‐management package
In this study, the effect of self‐management on the quantity and quality of primary school children's writing was examined. Self‐management was used as an intervention technique, because its rationale coincides with that of writing as an interactional process and both of them seek ways to promote independent learning. To serve the aims of the present research, several self‐management procedures were integrated into a package which was constructed…
Promoting independence and fluent writing through behavioural self‐management
Background. To improve their ability in written expression children need to be given adequate practice. It is suggested that current methods do not always encourage pupils to write nor do they foster independence. Aims. This study attempts to develop further a strategy which promotes independence through self‐management and improves writing skills under the process approach. Sample. The sample comprised a class of 32 fourth‐grade girls in a prima…
Psychology (8 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (4 works) · Early Childhood Education and Development (3 works) · Pedagogy (3 works) · Sample (material) (3 works) · Social Psychology (3 works) · Behavioral and Psychological Studies (2 works) · Computer Science (2 works)